Collaborative Research: Developing and Assessing Effective Cyberlearning within the STEMWiki Hyperlibrary

这是一个合作项目，涉及加州大学戴维斯分校（奖励DUE-1525862）、暗黑谷学院（奖励DUE-1525057）、霍华德大学（奖励DUE-1524638）、圣本笃学院（奖励DUE-1525021）、希望学院（奖励DUE-1524990）和阿肯色大学小石城分校（奖励DUE-1525037）。该项目将扩展STEMWiki超级图书馆的内容和功能，该图书馆的启动旨在以易于获取的在线大学教科书的形式向公众提供经过审查的科学、技术、工程和数学（STEM）学习资源，以减轻高等教育成本的上升。STEMWiki超文本库由许多相互连接的、以学科为中心的超文本应用程序（ChemWiki、BioWiki、MathWiki、StatWiki、GeoWiki、PhysWiki）组成，无论社会经济或教育背景如何，学生都可以免费访问。ChemWiki （http://chemwiki.ucdavis.edu）是目前最发达的STEMWiki，每月有数百万的访问量。通过提供高质量的STEM学习资源，该项目将对至少四个主要人群产生积极影响：(1)非科学界；(2)社会经济困难学生；(3)规模较小或经济状况不佳的学术机构，包括高中，希望采用新的学习技术，但无法承担新课程的初始成本；(4)以学科为基础的教育研究人员正在寻找一个平台来评估新的跨学科方法和课程修改，否则这些方法将吸收太多的预算，无法从头开始发展。一旦得到充分发展，hyperlibrary将成为传播新教育内容和评估新兴教育技术的强大平台。STEMWiki超级图书馆被设计成一个协作构建的学习环境，可以传播和评估新的教育资源和方法，如在线课程教科书，重点是对学生学习和表现的数据驱动评估。STEMWikis允许学习者合作构建和组织知识，提供了一个重要的替代“一刀切”的教学，其中内容以静态的、预先打包的方式呈现。在这个项目中，研究人员将通过辅助作业和模拟应用程序以及形成性评估模块来增加超级图书馆的STEMWikis组成部分。他们将把STEMWikis的内容横向（跨越多个STEM领域）和纵向（跨越多个复杂层次）整合到一个网络中，这个网络将提供不仅仅是单一的教科书，而是一个丰富的“超级图书馆”，通过它可以构建新的、相互连接的STEM教科书。结果将是一个易于使用的平台，教师们可以在这个平台上合作创建和发布可重复使用的在线教学内容。项目团队将增加辅助的在线作业（学生能力评级和查询系统[SARIS]）和模拟（通过ChemCollective， http://www.chemcollective.org）。从这些组件中，他们将建立一个评估基础设施，跟踪和关联个人维基教科书与模拟，家庭作业活动和考试成绩的使用，目标是识别和跟踪学生在多个STEM课程中的表现。

This is a collaborative project involving the University of California, Davis (Award DUE-1525862), Diablo Valley College (Award DUE-1525057), Howard University (Award DUE-1524638), the College of Saint Benedict (Award DUE-1525021), Hope College (Award DUE-1524990), and the University of Arkansas, Little Rock (Award DUE-1525037).This project will expand the content and capabilities of the STEMWiki Hyperlibrary, which was launched to provide vetted Science, Technology, Engineering, and Mathematics (STEM) learning resources to the public in the form of easily accessible, online college textbooks that alleviate the rising costs of postsecondary education. The STEMWiki Hyperlibrary consists of a number of connected, discipline-focused hypertext applications (ChemWiki, BioWiki, MathWiki, StatWiki, GeoWiki, PhysWiki), which are freely accessible to students regardless of socioeconomic or educational backgrounds. The ChemWiki (http://chemwiki.ucdavis.edu) is currently the most developed STEMWiki, with millions of visits each month. By making high-quality STEM learning resources readily available, the project will positively impact at least four main populations: (1) the non-science community; (2) socioeconomically disadvantaged students; (3) smaller or financially disadvantaged academic institutions, including high schools, that wish to adopt new learning technologies but cannot afford the initial steep costs of a new curriculum; and (4) discipline-based education researchers looking for a platform on which to evaluate new interdisciplinary approaches and curriculum modifications, which would otherwise absorb too large of a budget to develop from scratch. Once sufficiently developed, the Hyperlibary will be a power platform for the dissemination of new educational content and the evaluation of emerging educational technologies.The STEMWiki Hyperlibrary is designed as a collaboratively constructed learning environment that enables the dissemination and evaluation of new educational resources and approaches as online course textbooks, with an emphasis on data-driven assessment of student learning and performance. The STEMWikis allow learners to cooperatively construct and organize knowledge, providing an important alternative to "one size fits all" instruction in which content is presented in a static, prepackaged manner. In this project, the investigators will augment the constituent STEMWikis of the Hyperlibrary with ancillary homework and simulation applications, as well as formative assessment modules. They will integrate the content of the STEMWikis both horizontally (across multiple STEM fields) and vertically (across multiple levels of complexity) within a network that will provide not just single textbooks but a rich "hyperlibrary" through which new, interconnected STEM textbooks can be constructed. The result will be an easy-to-use platform on which faculty members can collaborate to create and publish reusable, online pedagogical content. The project team will add ancillary online homework (the Student Ability Rating and Inquiry System [SARIS]) and simulations (via the ChemCollective, http://www.chemcollective.org). From these components, they will build an assessment infrastructure that tracks and correlates use of individual Wiki-based textbooks with simulations, homework activity, and exam performance, with the goal of identifying and tracking student performance across multiple STEM curricula.